Vision – We engage all students in learning, raising the aspirations of all students by embracing them in a learning environment designed to meet the needs of all learners. We provide a comprehensive curriculum aligned with state and national standards that challenges and prepares all learners from Pre K to 12 and beyond. The curriculum is research-based and consistently integrates best practices to provide a focus that is aligned horizontally and vertically across all grades and addresses the needs of all students. The Melrose Public Schools employs highly-qualified teachers and administrators who engage students in a positive and dynamic manner, are student-focused, and work individually and collaboratively to effectively deliver instruction and assessment and advance student performance in all areas of learning. (excerpt: Melrose Public Schools Strategic Plan 2010-2015)
Theory of Action – If educators plan instruction with clear learning objectives, develop a culture and climate that fosters strong relationships within the school community, design a current and well-articulated curriculum, and apply the best instructional practices, then teaching and learning will advance and realize high levels of growth and personal success for all learners.
Strategic Objective – Instruction: Create a learning community that fosters opportunities that provide for multiple means of engagement, representation, and action and expression so that all students can be engaged and grow academically and personally.
STRATEGIC PRIORITY – Continue to implement instructional practices and educational options that support students who are identified as at risk, or advanced learners so that we provide targeted intervention, challenge, and advancement for each student.
MVMMS staff is using staff meeting time to review and agree on common inclusive practices centered around test/quiz corrections, homework, and note taking systems.
Humanities instructors are developing additional classroom learning activities in order to engage all learners including students who have scored above or below the norm on standardized testing including PSAT, MCAS, and PARCC testing.
At the elementary level, data meetings in literacy and math data were held three times during the year. Additional meetings and coaching was provided to support identified areas of need.
Preliminary planning of student instructional modules and badges for skill development begun. Identify possible content areas for piloting next year.